Chapter 6 (Instructional Planning and Development)

CHAPTER 6

Instructional Planning and Development

Maricel H. Magbanua                                                  BSEd II – ENGLISH

The Process of Instructional Planning FrameworK

Select a topic from the curriculum Design and give assessment Give grade or feedback Move on to new topic

Select standards Design an assessment Decide learning opportunities Use data

Outcomes – Based Education (OBE)

ü  One of the features of OBE is “design down”. This means that in OBE you determine first the targets of the learning outcomes before you design instruction.

Understanding by Design

ü  Backward design

ü  Like OBE, the first step in UbD is “identifying results”

The Understanding by Design (UbD) Framework

Stage 1: Desired Results

·         Content standard

·         Understanding(s)/goal

·         Essential question

·         Students objectives (outcomes)

Stage 2: Assessment Evidence

·         Performance Task

·         Other Evidences

Stage 3: Learning Plan

·         Materials and Resources

·         Timeline

·         Introductory Activities

·         Developmental Activities

Important Points to Remember in Planning and Organizing Instruction, Closing Activities\

1.    teaching-learning is supposed to contribute to the realization of the vision statement of the DepEd.

2.    If you belong in a private institution, bear in mind the vision-mission statement of your school in addition to that of DepEd’s vision and mission statement.

3.    Consider too the Philippine Qualifications Framework (PQF), the framework issued through Executive Order No. 83 by the office of the president on October 1, 2012.  

4.    These Grade 10 and 12 qualifications laid down in the PQF flow into the standards that are contained in the Curriculum Guide for K to 12.

5.    Our instructional planning is supposed to begin with a study of the K to 12 Curriculum Guide.

6.    Which instructional plan you are going to prepare depends on what your school requires.

7.    Apply all the principles of teaching and learning that you have learned in Principles of Teaching 1 and the research—based instructional strategies discussed in Chapter 4.

8.    Always begin with end in mind.

9.    Do assessments to ensure learning (assessment for learning)

10. Give your students opportunity to assess themselves.

11. You teach two knowledge: declarative and procedural knowledge.

12. Don’t forget that part of instructional planning is utilization of assessment results.

Academic Prompts – are structured performance task that elicits the student’s creation of controlled performance or product.

Culminating Assessments – are tasks that ask students to apply and demonstrate knowledge and skills they acquired.

Elements of Lesson Plan/ Instructional Plan/ Learning Plan

ü  A lesson plan is also called an instructional plan or a learning plan.

1.    Dr. Madeline Hunter’s research indicates that effective teacher usually include the following elements in their lessons.

Ø  Anticipatory set

Ø  Purpose

Ø  Input

Ø  Modelling

Ø  Guided Practice

Ø  Checking for Understanding

Ø  Independent practice

Ø  Closure

2.    For UbD, the parts of an instructional plan follow the acronym W.H.E.R.E.T.O.

Ø  W- Where and Why

Ø  H- Hook and Hold

Ø  E- Explore and Experience, Enable and Equip

Ø  R- Reflect, Rethink, Revise

Ø  E- Self-Evaluation

Ø  T- Tailor and Personalize the Work

Ø  O- Organize for Optimal Effectiveness

Lesson Development in Direct (Deductive) and Indirect (Inductive) Instruction

ü  In direct (deductive) instruction, teaching begins with the rule, generalization, abstraction or principle and ends with examples and details.

Illustration in Hunter's sample lesson

1.    Input

2.    Modeling

3.    Checking for Understanding

4.    Questioning strategies

5.    Guided practice

6.    Closure

7.    Independent practice

ü  In indirect (inductive) instruction, you begin your lesson with concrete experiences, details, examples and assists students to discover and give the real generalization and abstraction.

4     A’s in the andragogy advocated by Malcolm Knowles (1984) that proceeds inductively

§  activity

§  analysis

§  abstraction

§  application                                

REFLECTION

In the future, I hope I can improve on what was done that did not allow my students to fully succeed in this unit. I have learned from experience that it is very important to have an effective classroom management plan from the first day of school. It must be followed by every student and it must be practiced daily. I have provided some effective classroom management procedures in the Classroom Management section.

I have also learned when to take the time to make modifications for students or even an entire class even if it is more work on me. It does not benefit anyone if the students do poor on the test because the teacher did not take the proper time and effort to prepare lessons to meet their needs. I will take the time to read with the students in class or to use the companion CD-ROM with the textbook so the students are able to get a sense of understanding of the material. I will also spend more than one day before the test reviewing with these students. It will take them more time than the advanced students and it will help me see what else I need to emphasize for them.